The Influence of Pre-Service Mathematics Methods Instruction on Math Anxiety and Implementation of Reform-Based Approaches and Strategies.

This paper reports the results of a study conducted by the instructor of a pre-service mathematics methods course for the purpose of improving her teaching practice and course design. Novice teachers who graduated from the course were questioned about their math anxiety levels and use of approaches and strategies in their own math programs. They were encouraged to comment on the course and suggest improvements. The study provides an interesting picture of novice math teaching and suggests possible changes to the course. The discussion and analysis are framed within the context of current literature on pre-service mathematics education. Questions arising from the data are proposed for future study.